PROVOCATION REPORT Lauren Jackson 33443557

“A U S T R A L I A N A ”

Assignment One: Design an integrated arts provocation for children aged 2-3 years. Clearly
explain your teaching and learning intentions the relevant EYLF outcomes as well as
methods for documenting children’s interactions and learning with the provocation.
Design and photograph your provocation. Write a statement explaining the teaching and
learning intentions and outcomes. Explain also your methods for documenting children's
interactions and learning with the provocation.
APPROPRIATENESS OF AGE GROUP

The “Australiana themed provocation was designed to provoke inspiration for 2-3-year-
olds. I used the Reggio-Emilia approach with open-ended and self-directed nature play.
Intentional teaching is deliberate, purposeful and thoughtful (Australian Government –
Department of Education and Training, 2009, pp. 17). The utilisation of materials plays
an integral role in the cognitive development of children at this age. Placing the clay,
twigs, ornaments and other materials around the table allow children to make choices
by differentiating between the items to draw comparisons, which aids in the
advancement of memory. Setting out this provocation without specifying an exact
finished product, prompts children to find independence through imagination and
creativity. Cognitive development and attention are significantly improved when
children are subjected to natural settings on a daily basis (Wells, 2000, pp. 783).
Situating two ceramic plates on the provocation table invites multiple children to play
and learn simultaneously. Using ceramic ornaments and plates also provides children
with a sense of responsibility; they do not respect the equipment, it is unable to be
repaired. Through play, utilising the invitation to play technique is important to spark
communication and knowledge between the learners, both verbally and non-verbally,
which assists in language development. By observing one another and each of their
individual techniques in this parallel play, creates the opportunities for children to
describe the what, how and why of their attempts. This also has the possibility of leading
into deeper discussions or more likely thoughts for this age group, such as space sharing
and emotions. This nature play activity contains clay, twigs, leaves, sand, grass, flowers
and ornaments. Children can pick up these objects and tap on the table or in their hand
to focus on what sound each different material makes. These objects are important to
aid in development on physical abilities. By handling up these objects and placing them
in diverse arrangements, learners are developing their fine motor skills such as pincer
grip and also using big muscle movements to progress gross motor skills. Schwartz &
Lukenbill (2012, pp. 1) argue that “Poking, smashing, pinching, squeezing, cutting, and
rolling playdough and real clay improves hand strength and fine motor skills.” I intended
children to explore the different textures and scents of the materials I selected, in hope,
it would spark a memory, imagination and creativity within them. In this instance, I
intended for the learners to represent their individual expression through the process,
not product, with no prescribed end product (Hardy, 2002). As well as developing
language, engaging in this activity with others whilst being monitored by the teacher
also supports social/emotional growth for children aged 2-3 years. Learners can become
more aware of their emotions such as happiness and anger. Using natural resources that
align with diverse cultures allow children to feel appreciated (Derman-Sparks & Olsen
Edwards, 2010). Furthermore, by using items found in nature, both benefits the
environment and socio-economic areas, by allowing parents or daycare centres to utilise
these materials, even if their budgets are low.

CHOICE OF MATERIALS
 Please see my choice of materials as listed below. I selected these items in line with
socio-economic factors so that there were no limitations and used nature-based
materials to promote the minimisation of waste.

 Flowers
 Leaves / Grass
 Honky-nuts / Banksia Nuts
 Twigs
 Material (square) to make provocation “pop”
 Ornaments (mushrooms, frogs, koalas, birds & snakes)
 X 2 playmats (to encourage interaction)
 Clay
 Sand

LEARNING INTENTIONS

Sensory Play Children will pick up these natural items and explore them with their
senses to understand various textures, sounds, smells, sights and
possibly taste. Whilst engaged in this sensory play, children will also
advance their fine motor skills. Yildrem and Akamca (2017, pp. 1)
argue that long-term memory is children sparked in children who are
exposed to learning environments which stimulate all of their senses.
Fine Motor Skills Children will develop these skills through utilising their pincer grip to
explore items. Children will also enhance their fine motor skills by
moulding the clay into different shapes and forms and attaching the
materials supplied to it.

Sorting & Classifying Children will recognise that each differing product is separate from
the others. Teachers will also prompt children to count how many
parts each collection holds.

Cultural Children will explore Australian culture through wild flora.

Language Children will use both verbal and non-verbal communication to tell a
story through their artwork. They will discuss how these products
appeal to their five senses.

Cognitive
Memory/Working Children will retain information regarding flora, fauna, and sense of
touch in relation to the different textures of materials, whilst engaged
in play.

I will inform the learners of the names of each material and where they come from. I will
constantly use an array of questions, asking them to identify each part during their play, in
attempt to understand and process this information and reach their long-term memory. I
will use divergent questioning, prompting children to use descriptive language to explain the
materials they are provided with.
  Compare the different textures and smell of each item. What words would best
describe them?

 What might happen if we no longer had trees or flowers in Australia?

 What are trees and why do we need them?

 Using the materials provided, design your own tree.

 List the materials we are using.

EARLY YEARS LEARNING FRAMEWORK

When children sit down both initiating and engaging in play together, they demonstrate two
EYLF (AGDET, 2009) Outcomes, specifically; 1.1 Children feel safe, secure, and supported and
1.4 Children learn to interact in relation to others with care, empathy and respect.

When children differentiate between the “Australiana” provocation and their culture whilst
other students are listening and engaged, establishes both EYLF (AGDET, 2009) Outcomes;
1.3 Children develop knowledgeable and confident self-identities and 2.2 Children respond to
diversity with respect.

When children discover the variances between the natural materials and the ceramic
ornaments through their senses and begin questioning, this demonstrates the EYLF (AGDET,
2009) Outcome 2.4 Children become socially responsible and show respect for the
environment.

When children praise one another for the art that they have created and EYLF (AGDET,
2009) 3.1 Outcome is established that Children become strong in their social and emotional
wellbeing.

When children use their fine motor skills to manipulate the clay and add other utensils to it
such as twigs, grass and balancing ornaments whilst sharing materials and space they exhibit
EYLF (AGDET, 2009) learning outcome 3.2 Children take increasing responsibility for their
own health and physical wellbeing.

When children place honkey-nuts and ornaments on the clay they are beginning to
understand patterns which links to the EYLF (AGDET, 2009) Outcome 4.1 Children develop
dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.

When children use the materials provided to tell their story through art, this reflects EYLF
(AGDET, 2009) Learning Outcome 5.3 Children express ideas and make meaning using a
range of media.
When children identify that materials are in different groups, they begin to understand basic
math concepts such as sorting and classifying. This demonstrates EYLF (AGDET, 2009)
Learning Outcome 5.4 Children begin to understand how symbols and pattern systems work.

INTEGRATION
Counting the objects on the table and assorting them into different patterns or sequences
links the EYLF (AGDET, 2009) outcome an the ACARA (2016) Learning Areas, specifically to
Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from  any starting point (ACMNA001 - Scootle )
and Subitise small collections of objects (ACMNA003 - Scootle )
The culture of Australia often links the geographical land and its flora and fauna to
indigenous people. This provocation opens the children to be exposed to Australian culture
through the environment and through this we are able to integrate the EYLF (AGDET, 2009)
Outcomes of 2.2 Children respond to diversity with respect and 2.4 Children become socially
responsible and show respect for the environment to the ACARA (2016) learning areas of
Explore ideas, experiences, observations and imagination to create visual artworks and
design, including considering ideas in artworks by Aboriginal and Torres Strait Islander
artists (ACAVAM106 - Scootle ) and Create and display artworks to communicate ideas to an
audience (ACAVAM108 - Scootle ) when children start their foundation year at kindergarten.

Through listening to each student explain what their artwork represents associates the EYLF
(AGDET, 2009) outcome of 5.3 Children express ideas and make meaning using a range of
media with ACARA (2016) Learning Areas, specifically to Identify some differences between
imaginative and informative texts (ACELY1648 – Scootle.) “Building on children’s prior and
current experiences helps them to feel secure, confident and connected to familiar people,
places, events and understandings. Children, families and early childhood educators all
contribute to successful transitions between settings.” EYLF (AGDET, 2009, pp. 19)

DOCUMENTATION
To document these outcomes, I will be photographing each of the children engaged in the
provocation. I will cut out and glue these photos on an A3 sheet and exhibit this outside the
children’s classroom, on display for parents and guardians. This will also list the learning
outcomes children meet, as well depicting their feelings and body language at the time of
the task. Using documentation as a foundation, one can create new interpretations, whilst
reflecting on the past. Edwards, Gandini and Forman, (2011, p. 299) state that using this
documentation as a foundation, children can create new interpretations, whilst reflecting on
the past work and ideas.

REFERENCES

Australian Curriculum Assessment and Reporting Authority. (2016) ACARA. Retrieved from
https://www.acara.edu.au/
Australia. Department of Education and Training. (2009). Early Years Learning Framework.
Retrieved from https://www.education.gov.au/early-years-learning-framework-0

Derman-Sparks, L., & J. Olsen Edwards. (2010). Anti-Bias Education for Young Children and
Ourselves. Washington, DC: NAEYC.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The Hundred Languages of Children:
The Reggio Emilia Experience in Transformation. Westport, United States: ABC-CLIO
Retrieved from https://ebookcentral-proquest-com.libproxy.murdoch.edu.au

Hardy, K. (2002). Children's Art: It's the Process, Not the Product that Counts. Retrieved from
http://www.theallianceforec.org/library.php?c=1&news=36

Schwarz, T., & Luckenbill, J. (2012). Let's Get Messy! Exploring Sensory and Art Activities
with Infants and Toddlers. YC Young Children, 67(4), 26-30,32,34. Retrieved from
http://libproxy.murdoch.edu.au/login?url=https://search-proquest-
com.libproxy.murdoch.edu.au/docview/1034888031?accountid=12629.

Yildrem, G., & Akamca, G. (2017) The Effect of Outdoor Learning Activities on the
Development of Preschool Children. South African Journal of Education, 37(2), Retrieved
from doi: 10.15700/saje.v37n2a1378

Wells, N. (2000). At Home with Nature: Effects of “Greenness” on Children's Cognitive

Functioning. Environment and Behavior, 32(6):775–795. doi: 10.1177/00139160021972793